1. Pick one grade: 9 -12. 9th Pick a course you want to teach. World History

Welcome to Hypothetical Traditional High School in New Hanover County Schools. I am your new hypothetical principal and in real life I would probably just assign you as the brand new teacher to a grade and a course. I would also hand you the textbook and a faculty manual and say welcome!

But since I am the nicest principal you may ever have, I will let you choose what grade and course you will teach. And you already chose your textbook. Luckily, you only have one course to prepare for this year:

Then download the traditional calendar and testing calendar from New Hanover Schools.

http://www.nhcs.net/calendars.htm

Assume you were hired for New Hanover County Schools this past year.

How many grading periods do you have? ____2____________

How many instructional days per grading period? _____About 46 (87 total)_________

How many days are reserved for teacher work days and testing? ___2 for teacher workdays and probably a week for testing so about 7 total__________

5. Curriculum Mapping

Look over the following before we make our curriculum plan: (Give brief answers but please look them over!)

What the students have been expected to learn during their past school years?

_____Students coming in are expected to have a strong foundation in the themes and tools of geography and early, ancient and classical civilizations from their K-8 experience. ________________________________________________________________________

What the students are to learn during the present school year?

____Students will learn and develop an understanding of current world issues and relate them to historical, political, economic, geographical and cultural contexts. They will begin to broaden their historical perspective. _________________________________________________________________________

What they are going to be required to learn in future grades?

______In the future students will focus heavily on American History as well as Civics and Economics. _______________________________________________________________________

6. Year-long/Semester-long Planning

What is It? Year-long/Semester-long planning is the overall curriculum framework (scope and sequence) for a specific academic year or period. It serves as an outline of what topics and objectives will be taught and when they will be taught.

Why is a Year-Long/Semester-long Plan Important? Long term planning provides for continual, sequential, integrated, and cumulative learning. It helps teachers to pace their presentations of the required curriculum and to ensure that all curriculum objectives are covered. Often textbooks or schools districts have pacing guides to assist you. (Brunswick County example: http://www.co.brunswick.k12.nc.us/education/components/scrapbook/default.php?sectiondetailid=31611)

Completing Long Term Plans Keep in mind the sample steps below when developing a long term plan.

Step 1:

Identify the required general curriculum goals and objectives for your particular grade or subject.

Step 2:

Identify specific benchmarks and performance standards.

Step 3:

Identify how student progress will be measured.

Step 4:

Consider the timing of local, state, and national assessments.

Step 5:

Consider the timing of related topics covered in other classes.

Step 6:

Determine themes for instruction and the applicable objectives that need to be covered within each topic. This is done by applying the curriculum guidelines.

Step 7:

Keeping in mind the material to be covered, decide on what sequence of instruction will best meet the needs of the students.

Step 8:

Outline topics to be covered within specific time periods (semesters, weeks, etc.). Identify what part of the required curriculum is being covered with individual topics in order to ensure all of the required curriculum will be taught.

7. View the examples: http://sec300.weebly.com/

Here is one from last year that received a good grade:http://packunitplan.weebly.com/curriculum-plan.html

8. So what do I have to do?

Make a semester long block curriculum or a yearlong traditional curriculum that looks like the examples.

9. What standards are not covered well by your textbook choice? What other materials and resources do you plan on using? (list a minimum of 5)Grading Rubric: 10 points total (2 points each part)

Two points each for quality work for each of the following:

1. Fully identified state standards and allotted them in a systematic way to each grading period.

2. Realistically allotted time to instruction keeping in mind the instructional days for each quarter. Identified the accurate amount of instructional days for each quarter.

3. Identified the standards students have mastered before your course, during your course, and will need to learn after your course.

4. Identified which standards were not well covered in the course and identified a minimum of 5 additional resources that could be used to supplement the textbook. Adapted from IRIS http://iris.peabody.vanderbilt.edu/cnm/chalcycle.htmState Standards for World History

WH.1: Apply the four interconnected dimensions of historical thinking to the Essential Standards for World History in order to understand the creation and development of societies/civilizations/nations over time.

I believe that this text does an amazing job of covering most of the state standards for this course. I would have to say that there is less of an emphasis on ancient civilizations, the second standard, but that can be supplemented by additional resources. 5 resources